ABSTRACT

Applying a broad interpretation of education, this paper investigates how one Sámi (the Indigenous people of Northern Norway) sports club teaches traditional lingual knowledge to its youth members. Using Wittgenstein’s language philosophy and Mead’s understanding of figurative cultures as theoretical frameworks, and qualitative methods, two relatively contradictory sets of findings were revealed. First, the content of the education focusing on the accuracy and functionality of Sámi words for elements of nature based on traditional Sámi knowledge; second, the education takes modern forms. Sport club is a modern concept, as is friluftsliv – the Norwegian/Scandinavian way of nature life often aiming at recreation and experience of nature aesthetics—which is apparently challenging the traditional Sámi nature life aiming at purposefulness in every aspect. The paper also shows the dispute and actuality surrounding the Sámi accuracy of words for nature elements.

摘要

本文采用广义的教育解释，调查了一个萨米人（挪威北部的土著人）体育俱乐部如何向其青年成员传授传统语言知识。使用维特根斯坦的语言哲学和米德对比喻文化的理解作为理论框架和定性方法，揭示了两组相对矛盾的发现。首先，教育内容侧重于基于萨米传统知识的萨米语自然元素的准确性和功能性；二是教育形式现代化。体育俱乐部是一个现代概念，friluftsliv 也是——挪威/斯堪的纳维亚的自然生活方式，往往以自然美学的再创造和体验为目标——这显然是在挑战传统的萨米人自然生活的方方面面都以目的性为目标。该论文还展示了围绕萨米语自然元素词语准确性的争议和现实。